Intercultural communication and cultural assumptions
This guide supports EMERGE partner institutions in developing and delivering workshops for academic staff on intercultural competence in everyday cross-cultural interactions in higher education.
Part I: Conceptual Foundations
What is intercultural competence?
Intercultural competence refers to the knowledge, skills, attitudes, and reflective capacities that enable individuals to engage effectively and appropriately across cultural differences. In higher education, it involves recognising how cultural norms shape communication, expectations, participation, and academic practices. Intercultural competence is not a fixed trait but a continuous process of learning, reflection, and adaptation.
Key elements when communicating across differences
Within the academic field of intercultural communication, we find over three hundred different concept definitions and over thirty different models for intercultural competence development (Leung, et. al., 2014). But even with this lack of academic consensus, the following key elements appear across most major models: Attitudes: respect, openness, curiosity; Knowledge: cultural self‑awareness, understanding of cultural patterns recognising that your own norms (e.g., eye contact, participation style, feedback tone) are not universal and how values, communication styles, and expectations vary across groups; Skills: observation, interpretation, interaction listening, clarifying, adapting communication, and managing misunderstandings; Internal outcomes: adaptability, empathy, perspective‑taking, approaching difference without judgement or defensiveness; External outcomes: effective and appropriate communication in intercultural situations (Dypedahl and Bøhn, 2017, Deardorff, 2009b)
It is also worth noting that the academic field of intercultural communication, has undergone a shift from an essentialist and static understanding of culture to a constructivist and dynamic understanding of culture. A dynamic and constructivist approach implies that intercultural competence is not limited to acquiring new knowledge, but about developing the ability to change cultural perspective and adapt behaviour to other cultural contexts, in ways that enable effective and appropriate interaction and communication across cultural differences (Vande Berg et.al. 2012). Intercultural competence is not about memorising “facts” about cultures. It’s about developing the flexibility to work well with people whose norms differ from your own.
As such, it follows that Intercultural competence is not the same as being “nice,” “open‑minded,” or “well‑travelled.” Most people who see themselves as globally aware still rely on unexamined assumptions. The key skill is meta‑cognition: Noticing your own reactions, biases and assumptions in real time, which means being aware of how your cultural glasses (values and norms) shape your perception and meaning making. Or, more eloquently put by Anais Nin: «We don’t see things as they are; we see them as we are.»
Why does intercultural competence matter in higher education?
Universities are culturally diverse spaces where students and staff bring varied communication styles, values, and assumptions. Everyday interactions—how to address the teacher/expectations of authority, feedback, classroom discussions, ways of expressing disagreement/academic conventions, approaches to collaboration, supervision, e-mail tone, time perception, deadlines and so on—can either foster belonging or unintentionally create distance. Small misunderstandings may accumulate into feelings of exclusion or cultural marginalisation for example, interpreting quietness as lack of engagement, or assuming international students need “extra help” rather than different forms of support.
As with other forms of (often unconscious) cultural assumptions, intention does not determine impact. Educators may intend to be welcoming or curious but still communicate stereotypes or assumptions. The goal is not to assign blame but to reflect on how interactions may be experienced and how alternative approaches can produce a more inclusive learning environment. Cultural assumptions are not only about other cultures—they are primarily about our own. Intercultural competence begins with recognising that our own behaviour is culturally shaped, not neutral.
Cultural assumptions: everyday interactions
Cultural assumptions are the taken‑for‑granted beliefs about what is normal, appropriate, or expected in communication, behaviour, learning, and social interaction. These assumptions often remain invisible to those who hold them; operating beneath conscious awareness and shaping how we think people should behave. Because they feel “natural” to us, we often don’t recognise them as culturally specific and tend to treat them as universal without realising it.
Some examples of cultural assumptions in European higher ed. could be:
- Participation means speaking up (engaged students must contribute verbally).
- Direct communication is clearer (saying things explicitly is always best).
- Eye contact shows respect (looking someone in the eye is universally polite).
- Argumentation entails linear logic (which is the only proper academic format).
- Time management means punctuality (strict deadlines are universal not cultural).
- Group work means collaboration (students are comfortable negotiating roles or speaking in mixed‑cultural groups in a second language).
- Silence means lack of interest or lack of preparation (indirect communication styles show disengagement or lack of effort/laziness).
When unexamined, mindless cultural assumptions (or intercultural incompetence) can lead to misinterpretation of student behaviour, unfair assessment of competence, feelings of exclusion or “not belonging” and create barriers to participation and learning.
Reflecting on these assumptions helps educators avoid unintentionally privileging certain cultural norms over others or stereotypical messages based on culture, nationality, language, or ethnicity. Such biased messages are most likely unintentional but can still undermine belonging and participation. Recognising these assumptions by developing your meta‑cognition is a core part of developing intercultural competence and a vital step towards creating an inclusive learning environment in the international classroom.
Key points to keep in mind when we work on uncovering our cultural assumptions:
- Reflect on norms – What behaviours do we expect from students? Why?
- Ask rather than assume – Clarify intentions and preferences.
- Explain expectations explicitly – Don’t assume students know the “rules.”
- Stay curious – Treat differences as opportunities to learn, not problems to fix.
Sources and suggested further reading
Bennet, Milton J., (2012). Paradigmatic assumptions and a developmental approach to intercultural learning. Part two: Foundations of Teaching and Learning Ch. 4, p. 90-114, in Vande Berg, M., Paige, R. M., & Lou, K. H. (Eds.). (2012). Student Learning Abroad: What Our Students Are Learning, What They’re Not, and What We Can Do About It. Stylus Publishing.
Berardo, Kate & Deardorff, Darla (2012). Building Cultural Competence. Innovative Activities and Models. New York: Routledge.
Boyacigiller, Nakiye. A., Goodman, Richard Alan & Philips, Margaret E. (2003). Crossing Cultures. Insights from Master Teachers. New York: Routledge.
Deardorff, Darla. K. (2020). Manual for Developing Intercultural Competencies: Story Circles. New York: Routledge.
Deardorff, Darla. K. (Ed.). (2009b). The SAGE handbook of intercultural competence. Thousand Oaks, CA: Sage.
Dypedahl, Magne & Bøhn, Henrik (2017), Veien til interkulturell kompetanse. Fagbokforlaget
Leung, K., Ang, S. & Tan, M. L. (2014). Intercultural competence. The Annual Review of Organizational Psychology and Organizational Behaviour, 1, s. 489-519.
Vande Berg, M., Paige, R. M., & Lou, K. H. (Eds.). (2012). Student Learning Abroad: What Our Students Are Learning, What They’re Not, and What We Can Do About It. Stylus Publishing.
Part II: Workshop and Facilitation Guide
Duration: Approximately 2 hours, including a break.
Goal: To support academic staff in recognising intercultural dynamics, understanding how cultural assumptions shape interactions, and developing practices that foster inclusive, culturally responsive learning environments.
Structure: Part I (approximately 50-55 minutes) includes activities 1-3, before a 10-minute break. Part II (approximately 40 minutes) includes activities 4 and 5.
Preparation prior to the workshop: The facilitator sends the participants: Part I. Conceptual Foundations and Appendix 1: Intercultural reflection worksheet (page 1-4). The participants read the text, complete the worksheet and bring it to the workshop.
Equipment: A classroom, laptop, screen to display a PowerPoint presentation (see Appendix 3: PowerPoint slide template)
Workshop content and resources
Activity 1: Welcome
10 minutes
Present yourself and the goal of the workshop: To support academic staff in
- recognising intercultural dynamics
- understanding how cultural assumptions shape interactions and
- developing practices that foster inclusive, culturally responsive learning environments.
Quick round of introduction: Participants state their name, academic or administrative field, and their answers to 5. Inclusive Practice: Next Steps from the Intercultural Reflection Worksheet:
- one practice you want to reconsider?
- one new approach you will try in future intercultural interactions?
- support or resources you need to act?
Activity 2: Conceptual input
Max. 15 minutes
Introduce/repeat briefly – what is:
- Intercultural competence
- Cultural assumptions
- Some examples of cultural assumptions from higher education
Activity 3: Scenario analysis
20-30 minutes
Handout: Appendix 2b
Participants work together in small groups (3 per group). For each scenario discuss:
- What is the underlying message/cultural assumption?
- How might the interaction be experienced?
- What alternative response could be considered?
Take a 10-minute break before sharing group results in part II.
Activity 4: Plenary debrief/sharing group results
30 minutes
Scenarios with template for facilitator is provided in Appendix 2a.
Go through one scenario at the time (1-5). Ask the groups to share their answers to the questions under one scenario, before you present the template response and move on to the next scenario.
It is important that the facilitator underlines that there is no right or wrong answers to this task – the main goal is to inspire reflection and discussion, while uncovering common cultural assumptions.
Activity 5: Ask participants for their key takeaway
10 minutes
Ask participants to identify:
- one idea they will take away;
- one action they could implement in their teaching or supervision.
Learning outcomes
By the end of the workshop, participants should be able to:
- explain what intercultural competence is and why being aware of cultural assumptions is key in creating culturally responsive learning environments;
- reflect on cultural assumptions underlying everyday interactions in higher education contexts;
- consider alternative practices that support culturally inclusive teaching.
Adapting the workshop to local contexts
EMERGE partner institutions are encouraged to:
- use examples relevant to local student demographics;
- adapt terminology to local cultural contexts;
- include institutional support services (e.g., international offices, language centres);
- develop discipline specific examples;
- integrate additional relevant literature (see Sources and suggested further reading).
Appendix 1: Intercultural reflection worksheet
This worksheet supports your reflective practice by guiding you through three dimensions of intercultural competence: self‑awareness of cultural assumptions, interaction analysis and future action. The worksheet can be done as a stand-alone exercise or as preparation to the workshop.
- Self‑awareness of cultural assumptions: Identify the invisible norms you may carry into interactions with students and colleagues by answering these questions:
- Which behaviours do you consider to be “normal”, “professional” or treat as “universal”? (See: Some examples of cultural assumptions in European higher ed.)
- What behaviours from students or colleagues do you interpret negatively
- (e.g., quietness, indirectness, being late for class)?
- What assumptions (norms and values) might be shaping these interpretations?
2. Interaction: Choose one recent intercultural interaction at work – successful or challenging.
- What happened?
- What expectations were you bringing into the interaction?
- What expectations might the other person have had?
3. Perspective‑taking: Try to shift into the other person’s viewpoint.
- How might they have interpreted your behaviour?
- What values or communication norms might they have been expressing?
- What assumptions might they have made about you?
4. Inclusive practice: next steps: Identify one concrete action you will take.
- What is one practice you want to reconsider?
- What is one new approach you will try in future intercultural interactions?
- What support or resources do you need to act?
5. Personal commitment: Complete these short prompts:
- “I will become more aware of…”
- “I will ask rather than assume when…”
- “I will adapt my communication by…”
Appendix 2a: Workshop scenarios on intercultural competence
| Concept | Scenario | Possible underlying message / cultural assumption | Possible alternative response |
| Exoticisation | A lecturer introduces an international student by saying, “You must have such interesting traditions—tell the class about your culture!” | Students from minority cultures are representatives or spokespersons for their entire group. | Ask whether the student wants to share and avoid positioning them as cultural ambassadors. |
| Language assumptions | A staff member says, “Your English is so good! I didn’t expect that.” | Surprise implies low expectations based on nationality or ethnicity. | Focus on content, not language surprise; offer support neutrally if needed. |
| Cultural stereotyping | A supervisor tells a student, “Students from your country usually struggle with critical thinking.” | Academic ability is tied to cultural background. | Discuss expectations clearly without generalising about cultures. |
| Othering | A lecturer refers to international students as “those students” who “need extra help.” | International students are separate from the “normal” student body. | Use inclusive language that recognises all students as part of the community. |
| Academic ethnocentrism | A tutor dismisses a student’s writing style as “wrong” without acknowledging different academic conventions. | Western academic norms are treated as universal. | Explain expectations explicitly and acknowledge diverse academic traditions. |
Appendix 2b: Workshop Scenarios on Intercultural incompetence: hand-out for activity 3: Scenario analysis in groups
| Scenario 2: A staff member says, “Your English is so good! I didn’t expect that.” |
What is the underlying message/cultural assumption? Why might this be problematic?
|
Possible alternative response:
|
| Scenario 3: A supervisor tells a student, “Students from your country usually struggle with critical thinking.” |
What is the underlying message/cultural assumption? What stereotypes are present?
|
Possible alternative response:
|
| Scenario 4: A lecturer refers to international students as “those students” who “need extra help.” |
What is the underlying message/cultural assumption? What categories are being created? How might this affect belonging?
|
Possible alternative response:
|
| Scenario 5: A tutor dismisses a student’s writing style as “wrong” without acknowledging different academic conventions. |
What is the underlying message/cultural assumption? How can academic norms be taught without devaluing others?
|
Possible alternative response:
|
Appendix 3: PowerPoint slide template
Slide 1: Welcome to a workshop on Intercultural competence development in everyday cross-cultural interactions in Higher Education.
Slide 2: Goal: To support academic staff in:
- recognising intercultural dynamics
- understanding how cultural assumptions shape interactions and
- developing practices that foster inclusive, culturally responsive learning environments.
Slide 3: Learning outcomes – by the end of the workshop, participants should be able to:
- explain what intercultural competence is and why being aware of cultural assumptions is key in creating culturally responsive learning environments;
- reflect on cultural assumptions underlying everyday interactions in higher education contexts;
- consider alternative practices that support culturally inclusive teaching.
Slide 4: Quick round of introduction
State your name, academic or administrative field, and your answers to question 5 from the intercultural reflection worksheet:
- one practice you want to reconsider?
- one new approach you will try in future intercultural interactions?
- potential support or resources you need to act?
Slide 5: Conceptual input (max. 15 minutes)
- Intercultural competence
- Cultural assumptions
- Examples from higher education
Slide 6: Intercultural competence – explained (see Part I. Conceptual Foundations). E.g.:
- Intercultural competence (IC) is about developing the ability to change cultural perspective and adapt behaviour to other cultural contexts, in ways that enable effective and appropriate interaction and communication across cultural differences (Vande Berg et.al. 2012).
- IC is NOT the same as being “nice,” “open‑minded,” or “well‑travelled.”
- The key skill is meta‑cognition: Noticing your own reactions, biases and assumptions in real time, which means being aware of how your cultural glasses (your values, norms and cultural habits) shape your perception and meaning making.
Slide 7: Cultural assumptions – explained (see Part I. Conceptual Foundations). E.g.:
- Cultural assumptions are the taken‑for‑granted beliefs about what is normal, appropriate, or expected in communication, behaviour, learning, and social interaction. These assumptions often remain invisible to those who hold them. Because they feel “natural” to us, we often don’t recognise them as culturally specific and tend to treat them as universal without realising it.
Slide 8: Cultural assumptions from higher ed. – explained (see Part I. Conceptual Foundations). E.g.:
- Participation means speaking up (engaged students must contribute verbally).
- Direct communication is clearer (saying things explicitly is always best).
- Eye contact shows respect (looking someone in the eye is universally polite).
- Argumentation entails linear logic (which is the only proper academic format).
- Time management means punctuality (strict deadlines are universal not cultural).
Slide 9: Group work with scenario analysis (20–30 minutes). Handout: Appendix 2b.
Participants work together in small groups (3 per group). For each scenario discuss:
- What is the underlying message/cultural assumption?
- What alternative response could be considered?
Slide 10: 15-minute break before sharing group results.
Slide 11: Plenary debrief sharing group results from Scenario 1 – 5.
Possible underlying message/cultural assumption and possible alternative response:
- Students from minority cultures are representatives or spokespersons for their entire group/ask whether the student wants to share and avoid positioning them as cultural ambassadors.
- Surprise implies low expectations based on nationality or ethnicity Focus on content, not language surprise; offer support neutrally if needed.
- Academic ability is tied to cultural background Discuss expectations clearly without generalising about cultures.
- International students are separate from the “normal” student body/Use inclusive language that recognises all students as part of the community.
- Western academic norms are treated as universal/Explain expectations explicitly and acknowledge diverse academic traditions.
Slide 12: Ask participants for their key takeaways (10 minutes)
Ask participants to identify:
- one idea they will take away;
- one action they could implement in their teaching or supervision.
Slide 13: Quick online evaluation: QR-code/link to online anonymous form (to be created)
Contact us
- gunnar.klinge@inn.no
- Phone
- +47 92 80 95 94
This workshop guide was developed by Gunnar Furseth Klinge, Director of International Affairs and teacher in Intercultural Communication at the University of Inland Norway (INN), in collaboration with Athanasios Koutsoklenis, Associate Professor of Inclusive Education, School of Education, Democritus University of Thrace (Greece).